Abstract
Objective: There is vast literature on transformative learning, which is an important aspect of nursing education, but its meaning remains unclear. It is therefore important to clarify the meaning of transformative learning, identify its attributes, antecedents and consequences to increase its use in nursing education, practice and research. Methods: Walker and Avant’s method was used, and the process provided a structured way to analyse the concept of ‘transformative learning’. Nursing education dictionaries, encyclopaedias, conference papers, research articles, dissertations, theses, journal articles, thesauri and relevant books through the database library and internet searches were reviewed. One hundred and two literature sources were reviewed, and data saturation was reached. Results: The results of the concept analysis of transformative learning within the context of nursing education identified three categories, namely, 1)Antecedents as cognitive and affective perspective, democratic education principles and inspiration; 2)Process through three phases, namely i) awareness through self-reflection, ii) the meaningful interactive, integrative and democratic construction process, and iii) metacognitive reasoning abilities; and 3)Outcomes. A theoretical definition of transformative learning was formulated. Theoretical validity was ensured. Conclusion: The results of the concept analysis of transformative learning were used to describe a model to facilitate transformative learning within the context of nursing education.